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Re: [MOSAIC] scope and sequence in reading/writing workshop

hutch1...@juno.com
Sat, 13 Mar 2010 23:43:35 -0800

I'm planning on going to it as well.  Last spring was my first one and I 
thought it was great.  Haven't made it to a fall one yet.  The timing hasn't 
been right.  I'm really looking forward to it.  It's a little bit of a hike 
from Massachusetts, but well worth it!  Thanks so much for responding.


Let us be grateful to people who make us happy, they are the charming gardeners 
who make our souls blossom.  ~Marcel Proust


---------- Original Message ----------
From: lindafa...@comcast.net
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] scope and sequence in reading/writing workshop
Date: Sun, 14 Mar 2010 01:32:41 +0000 (UTC)



I recently saw, I think it was in this month's Reading Teacher, that Lucy is 
coming out with reading units of study for grades 3-5 that will be available 
this spring.  I'm assuming that they may be similar to the writing units.  I 
am going to the Saturday Reunion at Columbia next Saturday, and I'm sure they 
will have lots of information on them to get people interested.  I will try to 
remember to send you some information on that. 



Linda 
----- Original Message ----- 
From: hutch1...@juno.com 
To: mosaic@literacyworkshop.org 
Sent: Saturday, March 13, 2010 8:52:22 AM GMT -06:00 US/Canada Central 
Subject: [MOSAIC] scope and sequence in reading/writing workshop 

I'm a reading specialist at a 3-5 school. Â We're slowly attempting to 
implement a reading and writing workshop, but wondered does anyone have a scope 
and sequence for grades 3-5. Â The teachers want some guidelines to make sure 
that they're not leaving out instruction. Â How do you include all the genres 
if students are truly choosing their independent reading? 
Also, are all mini-lessons really mini? Â I find that when I introduce a new 
strategy I tend to model, guided practice and then they independently practice 
in their independent reading, but that takes me a class period (45 min) or most 
of one. Â  
Also when I look at a Lucy Calkins model for planning the time spent, they 
miraculously have 2 hours for ELA, we have 2 (45 min) periods. Â I word it that 
way because there are times when they're not adjacent. Â The administration 
views it as 45 min - reading, 45 min ELA (writing, grammar & spelling). Â 
Though there is a possibility of finding that 1/2 hour, it's not going to 
happen as it currently is. Â I feel I'm fairly familiar with all of the 
components, just find it tough to do the balancing act, especially in the 
shorter time-frame. Â Also, some teachers are reluctant, so it needs to run 
well! Â If you catch my drift. 
  
Thanks ever so much for any help! Â I appreciate everyone's feedback and have 
found useful ideas in many e-mails from you, my colleagues! Â Thank you for 
that! 
Norma 
PS Â I was at a reading institute at Columbia last summer and it was said that 
a new, updated version of The Art of Teaching Reading would be out by now. Â I 
had hoped that this would answer many of my questions, but............nothing 
yet. Â Anyone from Columbia and know? 



Let us be grateful to people who make us happy, they are the charming gardeners 
who make our souls blossom. Â ~Marcel Proust 
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